Mid Term Exam Flashcards
(64 cards)
1
Q
Brown vs. Board of Education
Year
A
1954
2
Q
Brown vs. Board of Education
Key Point
A
Separate is not equal.
3
Q
Elementary and Secondary Education Act (ESEA)
Year
A
1965
4
Q
Elementary and Special Education Act
Key Points - 2
A
Protect and provide students from disadvantaged backgrounds
Created free and reduced lunch program.
5
Q
Education of Handicapped Act
Year
A
1970
6
Q
Education of Handicapped Act
Key Point
A
Continued support for state-run programs.
7
Q
Vocational Rehabilitation Act
Year
A
1973
8
Q
Vocational Rehabilitation Act
Key Points - 3
A
- Prohibits discrimination against students with disabilities in federally funded program
- Defines “handicapped person”
- Defines “appropriate education”
9
Q
Education for All Handicapped Children Act (EAHCA)
Year
A
1975
10
Q
Education for All Handicapped Children Act (EAHCA)
PL number
A
PL 94-142
11
Q
Education for All Handicapped Children Act (EAHCA)
Key Points
A
- Free appropriate public education for children with disabilities
- First to define least restrictive environment.
- IEP – Required Individualized Education Plans be written
12
Q
Individuals With Disabilities Act (IDEA)
Year
A
1990
13
Q
Individuals with Disabilities Act (IDEA)
PL Number
A
PL 101-476
14
Q
Individuals with Disabilities Act (IDEA)
Key Points - 4
A
- Establishes “person first” language
- Adds two new categories: Autism and TBI (traumatic brain injury)
- Parents rights: Due Process and confidentiality for parents and student.
- FERPA – privacy in education
15
Q
No Child Left Behind
Year
A
2001
16
Q
No Child Left Behind
Key Points - 3
A
- Increased accountability for schools.
- Implements early reading intervention
- GOAL: every child can read by third grade
17
Q
Individuals with Disabilities Improvement Act (IDEIA)
Year
A
2004
18
Q
Individuals with Disabilities Improvement Act (IDEIA)
PL Number
A
PL 108-446
19
Q
Individuals with Disabilities Improvement Act (IDEIA)
Key Points - 3
A
- Response to Intervention (RTI) – trying different strategies before identifying student as having a disability.
- No longer required a discrepancy between achievement and intellectual ability. This helped to reduce the “wait to fail” for students who didn’t qualify.
- Early Intervention: Infants and toddlers. (IFSP – Individualized Family Service Plan).
20
Q
IFSP - What is it?
A
Individualized Family Service Plan
21
Q
IFSP - Ages Covered
A
Birth to age 3
22
Q
Who makes up the multidisciplinary team?
A
- Principal
- Teacher
- Special Ed Teacher
- Regular Ed Teacher
- Local Education Agency representative – this is usually the principal or special ed. Supervisor
- Parent
- Child (when appropriate)
- Other professionals that parents or school believe can help develop the IEP
- Individual who can interpret the instructional implications of evaluation results.
23
Q
Regular Education Teacher’s Job
A
• May be member of IEP team • Provide data to help develop goals • Must follow IEP’s plan o Modifications o Accommodations • Provide feedback/data to monitor academic and/or behavior progress
24
Q
Universal Screening
A
administering of the same test to all students to determine who is at risk for academic difficulties
25
How many times a year should universal screening occur?
3 times per year
26
For universal screening, who is tested?
• Everyone is tested and info is used to identify general performance levels and track proficiency of students
27
How are decisions made after Universal Screening?
• Decisions are made based on data retrieved from the screenings
28
Progress Monitoring
used to assess students/response to interventions
29
What is Response to Intervention?
Current model for screening students and using the data to facilitate identifying students for special education services. Composed of screening and progress monitoring.
30
RTI - Tier 1 - What percentage of students make adequate progress?
80% of all learners make adequate progress
31
RTI - Tier 1 - 5 characteristics
• Instruction provided by general education teacher
• All instruction is evidence-based.
• General education teachers screen students using easy-to-administer screening measures
o Takes less than 10 minutes per student
o Administered at beginning and middle of year
• Students with reading and math difficulty are administered progress monitoring measures
• Teachers differentiate instruction as needed for struggling students.
32
RTI - Tier 2 - What percentage of students?
15-20% of students require supplemental instruction.
33
RTI - Tier 2 - 5 characteristics
* Secondary intervention provided for students not making adequate progress in Tier 1
* Typically provided in small groups to provide additional instruction in areas of difficulty
* Tier 2 supplements the core instruction taught in Tier 1 to reinforce concepts and skills taught in Tier 1.
* Tier 2 is under the domain of general education
* Teacher continues to monitor students’ progress while they receive Tier 2 support.
34
RTI - Tier 3 - What percentage of students?
5-6%
35
RTI - Tier 3 - 4 characteristics
* Tertiary intervention is provided to students who continue to experience difficulty and show minimal progress during Tier 2 interventions
* Tier 3 intervention is provided for longer periods of time and more frequently
* Tier 3 may or may not be special education depending on the number of tiers used in RTI
* Tier 3 students receive explicit instruction individually or in small groups (2 to 3 students)
36
5 step process for the problem-solving model
1. Define the problem.
2. Analyze the problem.
3. Develop a plan.
4. Implement the plan.
5. Evaluate the plan.
37
Problem-Solving Model - 2 characteristics
* Individualized or personalized approach
* Problem-solving team is convened and interventions are planned specifically for target students and are provided for a period of time
38
Consultation
o A voluntary process in which one professional assists another to address a problem concerning a third party
o One teacher asking another teacher for help in solving a problem.
39
Collaboration
o Interpersonal collaboration is a style for direct interaction between at least two coequal parties voluntarily engaged in shared decision making as they work toward a common goal
40
Co-Teaching
o Two teachers working together in the same environment.
41
Macroculture
Core Culture
42
Macroculture - Key Components
Equality, justice, and human dignity
Individual versus group orientation
Orientation toward materialism
43
Microculture
Home or Regional Culture
44
Microculture - Factors
National origin
Ethnicity
Socioeconomic Class
45
Autonomous Minority
o Minorities in a numerical sense (Jews, Mormons, Amish)
46
Immigrant or Voluntary Minorities
o Moved to a new society/culture voluntarily for greater economic opportunities and political freedom
47
Castelike or Involuntary Minorities
o Brought to a country or conquered against their will (African Americans, Native American, Mexican American. In SW, Native Hawaiians
48
Multicultural Contributions Approach
Insertion of ethnic heroes and discrete cultural artifacts into curriculum. Easy but has limitations
49
Multicultural Additive Approach
Add content, concepts themes, perspectives without changing the basic structure of the curriculum. Better but doesn’t restructure curriculum.
50
Multicultural Transformation Approach
The core of the curriculum is changed and students view events, concepts, and themes form multiple perspectives based on diversity.
51
Multicultural Social Action Approach
Transformation approach plus a cultural critique. Incorporates a problem solving process in which students make decisions and take actions related to the concept, issue, or problem being studied.
52
ESL - Goal
Acquisition of English
53
Sheltered English
Teach English language skills at the same time that students are learning content-area knowledge.
54
Bilingual Education - Goal
promote proficiency in both first and second language.
55
Transition Bilingual Education
content area instruction is in student's native language along with ESL instruction. Transferred from this program to all English instruction when student is deemed
56
Guiding Principles to Create a Positive and Productive Learning Community
* Recognize that students are children or adolescents first
* Focus on abilities – seek and use knowledge about the abilities and expertise of all class members.
* Celebrate Diversity – value students who learn or behave differently, are physically challenged, speak other languages, or represent other cultural backgrounds.
* Demonstrate high regard for all students – treat each student as the most important student in the class.
* Provide opportunities for students to work in mixed-ability groups – each group member plays a role that contributes.
57
Positive Reinforcement - Define
the presentation, following the target behavior, of a stimulus to maintain or increase the target behavior.
58
Negative Reinforcement - Define
the removal of a stimulus to increase engagement in desirable behaviors
59
Extrinsic Motivation - Define
o Reinforcement and rewards that are outside of the body
o Positives – works quickly
o Negatives – doesn’t guarantee transfer behavior to other environments.
60
Intrinsic Motivation - Define
o Reinforcement within the body
o Positives – longer maintenance – lasts longer
o Negatives – takes longer to modify behavior
61
Planned ignoring/extinction
works well when inappropriate behavior is encouraged by attention
62
Four Parts to Class Meeting
* Four parts to a class meeting
* 10 min– Tell positives
* 15 min – Prior Things
* 15 min. – New Problems
* 10 min – Future Plans
63
Percentage of Students with an IEP
12-25%
64
Which disability is most prominent?
Learning Disability (Dyslexia, Auditory Processing)
